The Effects of Self-monitoring on Secondary Special Education Students' On-task Behavior
| Author | : Linda Burness |
| Publisher | : |
| Total Pages | : 208 |
| Release | : 1990 |
| Genre | : High school students |
| ISBN | : |
The Effects Of Self Monitoring On Secondary Special Education Students On Task Behavior
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The Effects of Self-monitoring on Secondary Special Education Students' On-task Behavior [microform]
| Author | : Linda Burness |
| Publisher | : National Library of Canada = Bibliothèque nationale du Canada |
| Total Pages | : 208 |
| Release | : 1990 |
| Genre | : High school students |
| ISBN | : |
Effects of Self Monitoring on the On-task Behavior and Written Language Performance of Elementary Students with Learning Disabilities
| Author | : Laura Harkness Wolfe |
| Publisher | : |
| Total Pages | : 198 |
| Release | : 1997 |
| Genre | : |
| ISBN | : |
The results suggest that self-monitoring is a powerful procedure for changing on-task behavior; however, further research needs to be conducted to determine the conditions that would produce the same effects for written language performance. Several implications for students, teachers, and parent training were discussed.
Behavior Change in the Classroom
| Author | : Edward Steven Shapiro |
| Publisher | : Guilford Press |
| Total Pages | : 220 |
| Release | : 1994-02-25 |
| Genre | : Psychology |
| ISBN | : 9780898623666 |
One of the primary goals of education is to ensure that children learn varied and complex self-management skills to become more self assured, more self reliant, and responsible for their own behavior, as well as to succeed academically. Although learning experiences designed to actively teach self-management techniques are usually directed toward children with severe academic and behavior problems, these skills are also extremely beneficial for the general student population. An excellent resource for school-based practitioners who wish to address the needs of all school-aged children and adolescents, this book presents practical approaches for designing and implementing self-management interventions in school settings.
The Use of a Signal Device to Teach Self-monitoring to Improve On-task Behavior of Special and General Education Students
| Author | : Casey L. Allie |
| Publisher | : |
| Total Pages | : 31 |
| Release | : 2011 |
| Genre | : |
| ISBN | : |
Research has shown that self-monitoring can increase on-task behavior with students in the classroom setting. This project examined the use of a signal device to teach self monitoring to increase on-task behavior of special education students with behavioral problems. Participants were two elementary school para-educators and two K-4th grade students. During a two part process, baseline and intervention was conducted by the researcher with each student evaluating his/her on-task behavior. The researcher examined the reliability of the data on the student's on-task behavior. The researcher found that the student's on-task behavior increased with implementation of the signal device self-monitoring program. The implications from the success of this project for the use of self-monitoring programs to increase students' on-task behavior are discussed.
The Effects of the MotivAider on Increasing the On-task Behavior of Students who Have Been Diagnosed with Severe Emotional Disturbances
| Author | : Michael Allen Jellison |
| Publisher | : |
| Total Pages | : 45 |
| Release | : 2009 |
| Genre | : Behavior disorders in children |
| ISBN | : |
Abstract: Teaching students to self-monitor their behavior has proven to be an effective educational strategy for increasing the on-task behavior of students with and without disabilities. This study examined the effectiveness of a tactile prompt to increase the on-task behaviors among 3 high-school students diagnosed with severe emotional disorders, being served in a self-contained special education classroom. Students were taught to self-monitor their behavior by using the MotivAider, an electronic device that prompts the student to record their behavior by vibrating. An ABAB reversal design was used for each of the participants, and the results indicated that after the implementation of the self monitoring intervention, the students' on-task behavior increased from 33.6% of the intervals during initial baseline to 81.9% of the intervals during the intervention phase. Not only did the MotivAider increase the on-task behavior of the students, the students enjoyed using them, and after the study was completed continued to use the MotivAiders.
The Effect of Self-monitoring and Teacher Directed Self-monitoring on the Stimulus to Performance Time Lag of a Define Mathematical Task Concerning Emotionally Disturbed Students in a Secondary Integrated Classroom
| Author | : Michael R. Kohn |
| Publisher | : |
| Total Pages | : 162 |
| Release | : 1977 |
| Genre | : Self-control in children |
| ISBN | : |
The Effects of Self-monitoring for On-task Behavior for Students with Attention Problems in the General Education Classroom
| Author | : Charlene Esget |
| Publisher | : |
| Total Pages | : 160 |
| Release | : 2006 |
| Genre | : Attention in children |
| ISBN | : |
The Effects of a Self-monitoring Package Using a Tactile Cueing Device on Student On-task Behavior in Special Education and General Education Settings
| Author | : Elizabeth Jane Johnson |
| Publisher | : |
| Total Pages | : |
| Release | : 2008 |
| Genre | : Electronic dissertations |
| ISBN | : |
Research has shown that self-monitoring can be effective in different settings and with a range of students as well as problem behaviors. However, teachers who use self-monitoring techniques have difficulties in using an effective cueing system as well as generalizing the newly acquired skill into the general education classroom. This study extends the literature by utilizing a tactile cueing device to increase the percentage of intervals of on-task behavior as well as increasing the intervals of on-task behavior in an inclusive general education classroom setting.
Direct Behavior Rating
| Author | : Amy M. Briesch |
| Publisher | : Guilford Publications |
| Total Pages | : 321 |
| Release | : 2016-06-01 |
| Genre | : Psychology |
| ISBN | : 1462525849 |
Grounded in state-of-the-art research, this practical guide comprehensively shows how to harness the potential of direct behavior rating (DBR) as a tool for assessment, intervention, and communication in schools. DBR can be used rapidly and efficiently in PreK-12 classrooms to support positive behavior and promote self-management. The authors and contributors provide concrete examples of ways to implement DBR strategies within multi-tiered systems of support (MTSS). The evidence base supporting each strategy is reviewed. More than 30 reproducible checklists and forms include step-by-step implementation blueprints, daily report cards, and more. Purchasers get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2" x 11" size.
